Research

Research Interests

Broad: Auditory perception, prosody, music, and language/literacy acquisition

Specific:

• • Prosody and reading acquisition

  • Neural correlates of speech and music

  • Prosody in children with speical needs

  • Language and reading intervention

        I have four primary lines of inquiry regarding prosody and reading. 

• • First, I examine theoretical questions about the relation between prosody and reading. In other words, I aim to understand how prosodic cues are used for word reading and text comprehension. 

  • Second, I investigate the neurophysiological encoding and tracking of prosodic patterns in typical readers, atypical readers, and second language learners. My goal is to provide neurophysiological evidence to support the proposition that prosody contributes to reading acquisition.

  • Third, I examine what difficulty children with special needs (e.g., dyslexia, specific language impairment, autism spectrum disorder, and hearing loss) have in processing prosody and the relation with language learning and reading acquisition.

  • Fourth, I develop intervention programs to improve communication skills in children with special needs from interdisciplinary perspectives.

Research Publications & Research in Progress

1. Chung, W.-L. (2024). General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning. International Review of Applied Linguistics in Language Teaching. doi:10.1515/iral-2023-0168 

2. Chung, W.-L., Kyriaki, L., & Arciuli, J. (2023). Associations between sleep, reading and mathematics in Taiwanese children. British Journal of Educational Psychology, 93(3), 694-711. doi:10.1111/bjep.12586 

3. Chung, W.-L. (2022). Oral reading prosody and the relation with reading abilities: A comparison of two rating scales. Reading and Writing: An Interdisciplinary Journal, 37, 869-886. doi:10.1007/s11145-022-10322-1

4. Chung, W.-L., & Yang, H.-C. (2022). The relationship between oral language and storytelling prosody in preschool children. Infant and Child Development, 31(4), e2329. doi:10.1002/icd.2329

5. Chung, W.-L., & Bidelman, G. M. (2021). Acoustic features of oral reading prosody and the relation with reading fluency and reading comprehension in Taiwanese children. Journal of Speech, Language, and Hearing Research, 65(1), 334-343. doi:10.1044/2021_JSLHR-21-00252  

6. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2021). Cross-linguistic contributions of acoustic cues and prosodic awareness to first and second language vocabulary knowledge. Journal of Research in Reading, 44(2), 434-452. doi:10.1111/1467-9817.12349

7. Chung, W.-L., & Bidelman, G. M. (2020). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities. Reading and Writing: An Interdisciplinary Journal, 34, 337-353. doi:10.1007/s11145-020-10075-9 

8. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2017). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-speaking children learning English. Reading and Writing: An Interdisciplinary Journal, 30, 1407-1429. doi:10.1007/s11145-017-9730-8

9. Chung, W.-L., & Jarmulowicz, L. (2017). Stress judgment and production in English derivation, and word reading in adult Mandarin-speaking English learners. Journal of Psycholinguistic Research, 46, 997-1017. doi:10.1007/s10936-017-9475-1

10. Chung, W.-L., & Bidelman, G. M. (2016). Cortical encoding and neurophysiological tracking of intensity and pitch cues signaling English stress patterns in native and nonnative speakers. Brain and Language, 155-156, 49-57. doi:10.1016/j.bandl.2016.04.004

11. Bidelman, G. M., & Chung, W.-L. (2015). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Neuroscience, 305, 384-392. doi:10.1016/j.neuroscience.2015.08.010

12. Chung, W.-L., & Hu, C. F. (2007). Morphological awareness and learning to read Chinese. Reading and Writing: An Interdisciplinary Journal, 20, 441-461. doi:10.1007/s11145-006-9037-7

Conference Presentations

1. Chung, W.-L. (2024, February). Relative contributions of speech prosody and reading prosody to reading comprehension. Paper presented at the 8th annual conference of the Association for Reading and Writing in Asia, Jeju Island, South Korea.

2. Yang, H.-C. & Chung, W.-L. (2024, February). Can preschoolers’ executive functions predict their reading abilities in second grade? Poster presented at the 8th annual conference of the Association for Reading and Writing in Asia, Jeju Island, South Korea.

3. Yang, H.-C. & Chung, W.-L. (2022, October). Preschoolers’ executive functions and the relation with their reading abilities in first grade. Paper presented at the online symposium of the Asia Pacific Society of Speech, Language and Hearing.

4. 鐘偉倫（2022，8月）。使用語音軟體Praat促進職前教師語音學知識的萌發。口頭發表於110年教學實踐研究計畫成果交流會，靜宜大學，臺中。

5. Chung, W.-L. (2022, February). Text difficulty and oral reading prosody in Taiwanese fourth graders. Paper presented at the 6th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

6. Yang, H.-C. & Chung, W.-L. (2022, February). Executive functions and preliteracy skills in Taiwanese preschool children. Paper presented at the 6th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

7. Chung, W.-L. & Yang, H.-C. (2021, November). Speech prosody and oral language ability in Taiwanese preschool children. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Washington, D.C. 

8. Chung, W.-L. (2021, July). Acoustic features of oral reading prosody and the relation with reading fluency and reading comprehension in Taiwanese children. Paper presented at the 28th annual meeting of the Society for the Scientific Study of Reading, Virtual Meeting.

9. Chung, W.-L. (2021, March). Oral reading prosody and the relation with reading comprehension: A comparison of two rating scales. Paper presented at the 5th annual conference of the Association for Reading and Writing in Asia, Virtual Meeting.

10. Chung, W.-L. (2020, October). Contributions of pitch discrimination, prosodic and phonological awareness to reading abilities: A one-year longitudinal study from preschool to first grade. Paper presented at the Conference on Child Development and Family Studies, Taipei, Taiwan. 

11. Chung, W.-L. (2020, July). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and the relation with their reading abilities in first grade. Paper accepted at the 27th annual meeting of the Society for the Scientific Study of Reading, Newport Beach, CA. (conference canceled)

12. Chung, W.-L. (2019, August). Prosodic processing, phonological awareness and vocabulary knowledge in Mandarin-speaking children. Paper presented at the 31st World Congress of the International Association of Logopedics and Phoniatrics (IALP), Taipei, Taiwan.

13. Chung, W.-L. (2018, July). Phonological awareness and working memory are better predictors of poor English learners than prosodic awareness. Poster presented at the 25th annual meeting of the Society for the Scientific Study of Reading, Brighton, United Kingdom.

14. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2017, July). Amplitude envelope onset, native prosodic and phonological awareness, and nonnative word learning. Paper presented as part of Symposium on The Secret Life of Suprasegmentals at the 24th annual meeting of the Society for the Scientific Study of Reading, Halifax, Canada.

15. Chung, W.-L. (2016, October). Cross-linguistic contributions of acoustic cues and prosody awareness for first and second language vocabulary knowledge. Paper presented at the annual meeting of Taiwanese Psychological Association, Tainan, Taiwan.

16. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2015, July). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-English bilingual children. Paper presented as part of Symposium on New Investigations into Suprasegmental Phonology and Reading at the 22nd annual meeting of the Society for the Scientific Study of Reading, The Big Island, HI. 

17. Chung, W.-L. & Bidelman, G. M. (2015, March). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Poster presented at the 22nd annual meeting of the Cognitive Neuroscience Society, San Francisco, CA. 

18. Bidelman, G. M., & Chung, W.-L. (2015, March). Cortical encoding and neurophysiological tracking of English stress patterns in native and nonnative speakers. Poster presented at the 22nd annual meeting of the Cognitive Neuroscience Society, San Francisco, CA. 

19. Bidelman, G. M., & Chung, W.-L. (2015, February). Tone-language speakers show hemispheric specialization and differential cortical processing of contour and interval cues for pitch. Poster presented at the 37th annual meeting of the Association for Research in Otolaryngology, Baltimore, MD.

20. Chung, W.-L., & Jarmulowicz, L. (2014, July). English stress perception, production, and reading by adult Mandarin-speaking English learners. Paper presented as part of Symposium on The Role of Prosody in Reading at the 21st annual meeting of the Society for the Scientific Study of Reading, Santa Fe, NM.

21. Chung, W.-L., Jarmulowicz, L., & Buder, E. H. (2014, May). English stress production by Taiwanese college students. Paper presented at the 31st International Conference on English Teaching and Learning, Zhongli, Taiwan.

22. Chung, W.-L., & Jarmulowicz, L. (2013, November). English stress knowledge and reading ability in adult Mandarin-speaking English learners. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.

23. Chung, W.-L., & Jarmulowicz, L. (2013, July). English stress in word production, perception, and reading by Chinese-speaking English learners. Poster presented at the 20th annual meeting of the Society for the Scientific Study of Reading, Hong Kong, China.

24. Chung, W.-L., & Jarmulowicz, L. (2012, November). Morphological awareness: A comparison of two derivational morphology tasks. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

25. Chung, W.-L., Jarmulowicz, L., & McMillen, S. (2012, November). Lexical stress assignment in adult Chinese-speaking English learners. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

26. Chung, W.-L., & Hu, C. F. (2005, July). Early development of morphological awareness in Chinese-speaking children. Paper presented at the 6th Pacific Early Childhood Education Research Association 2005 Conference, Taipei, Taiwan.